A Survey Of The Current Situation Of English Story Teaching In Primary Schools

Along with the new curriculum reform and the new curriculum standard's implementation,teachers' role gradually changes from “ Leader ” to “ Guide ”.Teacher discourse has always been a hot topic for foreign linguists and experts in second language acquisition.Domestic scholars began their research on teacher discourse at the end of the 20 th century,mainly focusing on college English classes.Until recent years,some scholars have turned their attention to teacher discourse of primary school.I use classroom observation method to count the use of 6 English teachers' story teaching discourse and descriptive analysis of some segments.I use questionnaires to investigate students' attitudes towards teachers' story-teaching discourse.Finally,I analyze and discuss the discourse volume,speed,discourse,questioning mode and discourse mode of English story teaching of teaching discourse that influence the students' discourse output from theoretically and practically.Through analysis and discussion,this article draws the following conclusions: the teacher and student's discourse volume is unbalanced and the discourse time is reasonable;the lack of coherence and accuracy of the language affects the input and output of students' language;The main problem is that the teacher speaks at an appropriate rate and is in line with the learning situation.The teacher controls the communication in the classroom,and the frequency of the turn is less and the breadth is uneven.According to the research results,the author has come up with some meaningful facts and made some suggestions on how to improve the quality of teaching discourse in English story-teaching in primary schools: rationally allocate teacher-student discourse to provide students with opportunities for language output;teachers must improve professional quality,grasp the accuracy of discourse;increase reference questions,comprehensive use of multiple question types;integrate multiple questioning strategies to increase the frequency of teacher-student interaction;alternate use of discourse modes to enhance students' subjective status.